Education Week - January 19, 2022 - 24

16
Build a Strong
Foundation
17
Develop
Trust
18
Embrace
The Risk
20
Letters to
The Editor
with another sort of Horace's Compromise and another
dysfunctional status quo.
We don't know of a simple fix to the perverse incentives at
work, but we know there are education leaders and researchers
who've tired of this happy dance and are ready to partner
in pursuit of sometimes uncomfortable truths. For those
individuals, we have six suggestions:
1. Be clear about what you really want from an evaluation:
truth or compliments.
2. Make a " prenup " describing what happens if the results are
disappointing. Just the act of pondering a negative result
can set up a better evaluation. If you have an appetite for
hard truths, gauge the risk of actually pursuing them. Talk
to your board members or funders. Are they prepared
to see uncomfortable findings? Will they crawl away if
the results disappoint or will they actively commit to
supporting your efforts to learn from the evidence, to
essentially redo your model and try again?
3. Get a good sense of what you want before seeking a
partner. For education leaders, are you seeking hard
numbers or something more descriptive? For researchers,
are you intent on gauging whether a school or program
" works " or are you more interested in learning how it works
and might be improved? Knowing this upfront can make
it easier to find the right researcher and to ask the right
questions.
The Empty Pageantry
Of Education Research
To not be foiled by the perverse incentives at play,
do your prep work
By Rick Hess & Mike Goldstein
I
n Horace's Compromise, penned nearly four
decades ago, author Theodore Sizer famously
describes classrooms shaped by a comfortable
but dysfunctional agreement: The teacher would
pretend to teach, and the students would pretend to
learn. The result was a pageant of schooling shorn
of the substance of learning.
We can't help but wonder if something similar characterizes
the relationship between education researchers and education
leaders. Researchers pretend to be interested in surfacing
useful findings, and those in schools pretend to be interested
in using what researchers have learned.
For all the cheery talk of " evidence-based practice, "
" research-practice partnerships, " and the rest, the truth is that
schools have long employed practices with scant empirical
grounding. Indeed, the quality of evidence frequently seems a
matter of little import, with findings more often used to justify
the decisions of school or system leaders than as a way to
seriously evaluate them.
Sizer knew there were outlier teachers, those who rejected
the compromise he sketched. Similarly, there are outlier
researchers and education leaders. One of us (Goldstein) wrote
recently about his experience collaborating on educational
evaluations with two recent winners of the Nobel Prize
in economics. Those scholars brought skills, savvy, and a
genuine curiosity about where the truth lies. Notably, they
didn't see themselves as part of the education community.
This made it relatively painless for them to embrace results
that contradicted their assumptions or the expert consensus.
But we've found that's the exception. Most education
researchers face powerful professional incentives to
till the same field of study for decades. Along the way,
they cultivate relationships, funding, and influence as
they ascend within their intimate subfield. This yields
predictable brands and tight-knit tribalism. As a result,
researchers often wind up studying questions and
employing methods calculated to impress their colleagues
and funders, regardless of how relevant any of that may be
for educators or kids.
Most education leaders and entrepreneurs seem to
have made their peace with this state of affairs. After all,
few of those who have created or shepherded schools,
interventions, curricula, programs, trainings, or software
are all that eager to see years of their life's work negated
by an evaluation that might conclude, " Nope, that doesn't
work. " Not many will willingly subject their ego to that kind
of Judgment Day-especially when it poses an existential
threat to reputations and future grants.
Yet some kind of evaluation is frequently a condition
of sustained funding. Consequently, what's emerged is a
cottage industry of friendly evaluators who discreetly look
away when practitioners spin null results or negligible gains
as wondrous news. Indeed, when the evaluators of a given
intervention or school model are frequently architects or
enthusiasts of the reform in question, it'd be surprising if
write-ups flatly concluded that it failed. (Jon Baron of the
Coalition for Evidence-Based Policy used to document this
dynamic, and his successors at Arnold Ventures delight as
he did in skewering press releases announcing research
findings that don't accord with the actual results.)
We think this is a story not of bad behavior but of
professional incentives and human nature. We wind up
24 | EDUCATION WEEK | January 19, 2022 | www.edweek.org/opinion
4. Leaders need to deliberately seek out the right researcher.
Google your question and words like " evaluation " or
" randomized controlled trial (RCT). " Gather the names
of a few scholars who've studied questions like yours-
and try to find a couple folks who haven't (remember that
researchers can benefit from being outside the in-group
bubble). Introductions are great, but cold emails can
also work surprisingly well. As you narrow your search,
peruse what they've published and check out their Twitter
accounts. Seek out researchers who seem free from
agendas and are willing to question convention.
5. Researchers need to find education leaders or
entrepreneurs who are serious about R&D and truthseeking.
They should look off the beaten path for those
leaders who can demonstrate that they're willing to do
what it takes to collect useful, reliable data and who can
point to a track record of countenancing hard truths,
acknowledging what's not working, or using data to refine
their programs and practices. Finding such partners is
easier when researchers cultivate new networks and are
open to exploring questions that may stretch beyond their
comfort zone.
6. Finally, leaders should interview a prospective researcher
the way they would an architect, and researchers should
scrutinize potential partners the way architects would a
client. Think of it as a negotiation. With an architect and
client, it's a discussion of ideas, constraints, and practical
considerations. Leaders need to pose questions to be
tackled while understanding that researchers will bring
their own queries and expertise on how to find the answers.
There's great power in evidence. It can enable us to learn
how to better support and educate students. But, as every
courtroom drama teaches, evidence is not the same as truth.
There have been some notable strides in the methodological
sophistication of 21st-century educational research. But it will
take much more if we are to trade today's research-practice
pageantry for something more valuable.
HESS is the author of EdWeek's " Rick Hess Straight Up "
Opinion blog and creator of the annual RHSU Edu-Scholar
Rankings. GOLDSTEIN is the founder of Match Charter
School in Boston and a former chief academic officer at
Bridge International Academies.
James Steinberg for Education Week
http://www.edweek.org/opinion

Education Week - January 19, 2022

Table of Contents for the Digital Edition of Education Week - January 19, 2022

Education Week - January 19, 2022
Briefly Stated
Students Embrace a Wide Range of Gender Identities. Most School Data Systems Don’t
Why School Counselors of Color Matter More Than Ever
3 Ways to Help Students to Be the First In Their Families to Attend College
Some Teachers Are Running Out of Sick Days, . And Administrators Are Hesitant to Help
This Intensive Internship Helps Principals Get Ready For the Job
How the Critical Race Theory Debate Is Rewriting Social Studies Standards
Build a Strong Foundation
Develop Trust
Embrace the Risk, Increase the Support
Letters to the Editor
EdWeek Top School Jobs
The Empty Pageantry Of Education Research
Education Week - January 19, 2022 - Education Week - January 19, 2022
Education Week - January 19, 2022 - CW2
Education Week - January 19, 2022 - 1
Education Week - January 19, 2022 - Briefly Stated
Education Week - January 19, 2022 - 3
Education Week - January 19, 2022 - Students Embrace a Wide Range of Gender Identities. Most School Data Systems Don’t
Education Week - January 19, 2022 - 5
Education Week - January 19, 2022 - 3 Ways to Help Students to Be the First In Their Families to Attend College
Education Week - January 19, 2022 - 7
Education Week - January 19, 2022 - Some Teachers Are Running Out of Sick Days, . And Administrators Are Hesitant to Help
Education Week - January 19, 2022 - 9
Education Week - January 19, 2022 - This Intensive Internship Helps Principals Get Ready For the Job
Education Week - January 19, 2022 - 11
Education Week - January 19, 2022 - How the Critical Race Theory Debate Is Rewriting Social Studies Standards
Education Week - January 19, 2022 - 13
Education Week - January 19, 2022 - 14
Education Week - January 19, 2022 - 15
Education Week - January 19, 2022 - Build a Strong Foundation
Education Week - January 19, 2022 - Develop Trust
Education Week - January 19, 2022 - Embrace the Risk, Increase the Support
Education Week - January 19, 2022 - 19
Education Week - January 19, 2022 - Letters to the Editor
Education Week - January 19, 2022 - 21
Education Week - January 19, 2022 - EdWeek Top School Jobs
Education Week - January 19, 2022 - 23
Education Week - January 19, 2022 - The Empty Pageantry Of Education Research
Education Week - January 19, 2022 - CW3
Education Week - January 19, 2022 - CW4
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